Re: How to approach a cross stage and composite class.
Dear Amy,
Well, what an interesting first three weeks you have had at your new school. You must be very excited to get your own class and finally start getting to know and understand the students who you will be teaching. Having been assigned a composite class, that is also cross stage, you will need to be innovative and flexible in the way you plan and develop your curricula. This may be a little overwhelming, however we are sure the knowledge and flare that you bring as a recent graduate will aid you in making a smooth transition into this role.
Having a composite class has many potential benefits if you know where to find them. Firstly, you will obviously have a more varied range of age groups within your classroom. This can be a great asset and can have a positive impact on all of your students. Try to utilise the older students as role models for the younger students and develop some mentoring programs within your classroom. This will lead to an array of other positive benefits and create better peer relationships and leadership skills among your students (McLeod & Reynolds, 2003). Cross-age tutoring, flexible scheduling and positive evaluations are just a handful of important instructional strategies that you could use in your composite class. Multi-age grouping is also seen as being very beneficial for gifted and special-needs students (Nye, 1993). Gifted children are challenged to achieve to their potential because there is no limitation of a grade-level curriculum. Whilst special-needs children in mixed-aged grouping typically find that their individual differences are accepted and their contributions are recognised. In addition, at-risk children and children for whom English is a second language are also likely to benefit from the multi-age classroom. Mixed-age grouping may be a lifeline to children at risk because it encourages self-respect and creates a learning environment that keeps students involved and motivated (Nye, 1993).
Another form of teaching instruction that will greatly assist you in catering to the needs of all your students is that of scaffolding. Scaffolding refers to a technique that gives children social support in their zone of proximal development. Scaffolding involves teachers adjusting the assistance and support they provide in a learning session to fit a child’s current level of performance (Vialle, Lysaght & Verenikina, 2000). Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s socio cultural theory and his concept of the zone of proximal development (ZPD). The zone of proximal development is the distance between what a child can achieve independently and what they could potentially achieve if assisted by a knowledgeable peer or adult (Parsons & Brown, 2002). The scaffolding teaching strategy facilitates a student’s ability to build on prior knowledge and internalise new information. Amy, you have the ideal situation to put this concept into practice and use some of your older, more academic students to assist other students in their learning of certain skills or concepts. For more information about Vygotsky’s Socio Cultural Theory and how it will assist you in developing responsive teaching ideas and approaches try reading ‘Teaching in the zone of proximal development: Implications for responsive teaching practice’ by Andrew Stremmel and Victoria Fu.
By now Amy, you would have been drilled many times throughout University, on the significance of the teaching and learning cycle. The importance of planning, teaching and assessing is obviously paramount to one in the teaching profession. Having been allocated a composite and cross stage class, you will need to be very diligent in meeting the syllabus requirements for both stages of your class and providing quality learning situations that can be assessed accurately and fairly. This aspect of teaching is highlighted in the NSW Institute of Teachers, Professional Teaching Standards. Element 3 describes the importance of planning, assessing and reporting for effective learning. We know you have the skills to do this Amy, but it is up to you to ultimately decide how you will tackle different academic abilities and whether you will extend the students in your class who are capable of working beyond their stage. Remember not to judge your students based on other teachers remarks or feelings. Project BEAM have maintained the philosophy throughout our teaching careers that every child is capable of learning and can be successful. It seems that you have this same ideology as you have mentioned that you share the belief that ‘every child is different’. It is important that you set out and let your students know from the beginning the high expectations that you have in your classroom. Be positive and empower your students to have a passion for learning, just as you have a passion for teaching.
Remember to think outside the square when things don’t go to plan. Stay positive!
Kind regards,
Dear Amy,
Well, what an interesting first three weeks you have had at your new school. You must be very excited to get your own class and finally start getting to know and understand the students who you will be teaching. Having been assigned a composite class, that is also cross stage, you will need to be innovative and flexible in the way you plan and develop your curricula. This may be a little overwhelming, however we are sure the knowledge and flare that you bring as a recent graduate will aid you in making a smooth transition into this role.
Having a composite class has many potential benefits if you know where to find them. Firstly, you will obviously have a more varied range of age groups within your classroom. This can be a great asset and can have a positive impact on all of your students. Try to utilise the older students as role models for the younger students and develop some mentoring programs within your classroom. This will lead to an array of other positive benefits and create better peer relationships and leadership skills among your students (McLeod & Reynolds, 2003). Cross-age tutoring, flexible scheduling and positive evaluations are just a handful of important instructional strategies that you could use in your composite class. Multi-age grouping is also seen as being very beneficial for gifted and special-needs students (Nye, 1993). Gifted children are challenged to achieve to their potential because there is no limitation of a grade-level curriculum. Whilst special-needs children in mixed-aged grouping typically find that their individual differences are accepted and their contributions are recognised. In addition, at-risk children and children for whom English is a second language are also likely to benefit from the multi-age classroom. Mixed-age grouping may be a lifeline to children at risk because it encourages self-respect and creates a learning environment that keeps students involved and motivated (Nye, 1993).
Another form of teaching instruction that will greatly assist you in catering to the needs of all your students is that of scaffolding. Scaffolding refers to a technique that gives children social support in their zone of proximal development. Scaffolding involves teachers adjusting the assistance and support they provide in a learning session to fit a child’s current level of performance (Vialle, Lysaght & Verenikina, 2000). Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s socio cultural theory and his concept of the zone of proximal development (ZPD). The zone of proximal development is the distance between what a child can achieve independently and what they could potentially achieve if assisted by a knowledgeable peer or adult (Parsons & Brown, 2002). The scaffolding teaching strategy facilitates a student’s ability to build on prior knowledge and internalise new information. Amy, you have the ideal situation to put this concept into practice and use some of your older, more academic students to assist other students in their learning of certain skills or concepts. For more information about Vygotsky’s Socio Cultural Theory and how it will assist you in developing responsive teaching ideas and approaches try reading ‘Teaching in the zone of proximal development: Implications for responsive teaching practice’ by Andrew Stremmel and Victoria Fu.
By now Amy, you would have been drilled many times throughout University, on the significance of the teaching and learning cycle. The importance of planning, teaching and assessing is obviously paramount to one in the teaching profession. Having been allocated a composite and cross stage class, you will need to be very diligent in meeting the syllabus requirements for both stages of your class and providing quality learning situations that can be assessed accurately and fairly. This aspect of teaching is highlighted in the NSW Institute of Teachers, Professional Teaching Standards. Element 3 describes the importance of planning, assessing and reporting for effective learning. We know you have the skills to do this Amy, but it is up to you to ultimately decide how you will tackle different academic abilities and whether you will extend the students in your class who are capable of working beyond their stage. Remember not to judge your students based on other teachers remarks or feelings. Project BEAM have maintained the philosophy throughout our teaching careers that every child is capable of learning and can be successful. It seems that you have this same ideology as you have mentioned that you share the belief that ‘every child is different’. It is important that you set out and let your students know from the beginning the high expectations that you have in your classroom. Be positive and empower your students to have a passion for learning, just as you have a passion for teaching.
Remember to think outside the square when things don’t go to plan. Stay positive!
Kind regards,
Project BEAM
